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Average-wage-by-major statistics have become widely available to students interested in the economic ramifications of their college major choice. However, earning a major with higher average wages does not necessarily lead individual students to higher-paying careers. This essay combines literature review with novel analysis of longitudinal student outcomes to discuss how students use average-wage-by-major statistics and document seven reasons that they may differ, sharply in some cases, from the causal wage effects of major choice. I focus on the ramifications of two-sided non-random selection into college majors, mismeasurement of longitudinal student outcomes, and failures of extrapolation between available statistics and student interests. While large differences in average wages by major are likely to indicate causal ordinal differences between fields, small differences are probably best ignored even by students with strong interest in the economic consequences of their major choices. This essay is adapted from Chapter 6 of Metrics that Matter: Counting What’s Really Important to College Students.

Using a sample of recently graduated college students from South Korea, we estimate the effects of the between-majors and within-major gender wage gap. We use a recentered influence function to decompose the wage differential between majors and find that women face a higher rate of return to the field of study. In addition, women tend to select their program of study with the intention of optimizing their earnings potential relative to men. In calculating the within-major gender wage gap, we control for selectivity into a field of study extending the current methodology to a multinomial logit setting. We test our model using a sample of new graduates from South Korea. We consider six college majors. The within-major wage differential ranged from 8.2% for natural science graduates to 17% for social science graduates. After selection is accounted for, the gender wage gap becomes smaller in humanities graduates but increases in natural science and medicine graduates. Decomposing the selection correction term into explained and unexplained factors eliminates discrimination in medicine and points to reverse discrimination in natural science. [ABSTRACT FROM AUTHOR]

The study examined (1) the extent of APA Style writing knowledge and understanding among a purposive sample (N = 118) of incoming MSW students; (2) determined the impact of a structured workshop on their level of APA knowledge; and (3) examined the influence of undergraduate academic major on level of knowledge and understanding of APA Style writing rules. The predominantly White female sample were new enrollees attending the MSW Program orientation. Most were undergraduate psychology, social work, and sociology majors. Other undergraduate majors included child/family studies, history, communications, and interdisciplinary studies. Data were collected using the APA Knowledge and Understanding (AKU) pretest and posttest Survey that includes 18 Likert-style items. The scoring range on the AKU Survey is 1 (Not difficult at all) to 5 (A great extent of difficulty), and the alpha coefficient for the survey items was 0.925. The overall mean pre-test score for the sample was 2.96. Posttest scores following the workshop were significantly improved for all APA study variables, with a combined mean score of 4.36. Undergraduate academic major significantly impacted level of APA knowledge and understanding among the sample (Lambda (162, 729) = 0.119, p =.005). Study results strongly support the use of structured workshops for APA Style writing rules instruction. [ABSTRACT FROM AUTHOR]

This study proposes and advocates for applied STEM (science, technology, engineering, and mathematics) education to solve a low interest and retention in STEM college majors among high school students, especially those from underserved backgrounds. Applied STEM emphasises the practical application of STEM concepts and principles to familiar subjects such as fashion and entrepreneurship to increase students' interest and their intention to pursue college careers in STEM fields. The results demonstrate the effectiveness of an experiential Applied STEM Camp developed in this study and attended by 120 high school students. A series of paired sample t-tests show that participants' knowledge, interest, and intentions to enrol in a STEM-related college major have increased after the camp. Analysis of participants' reflections on the camp experiences further supports the statistical results. The research findings are important for recruiting high school students to pursue applied STEM college careers. [ABSTRACT FROM AUTHOR]

Previous research has shown that gendered societal expectations are adopted by students as seemingly personal and individualistic self‐assessments and preferences, which then lead to gender‐normative choices about college majors and careers. This study examines one seemingly objective mechanism, which millions use each year for guidance on college majors and careers. We examine two Career Assessment Tools (CATs) with deep institutional presence: O*NET and Traitify. Analyzing an exemplar case of engineering majors, we find that CATs are less likely to recommend engineering occupations to women, even after controlling for GPA, satisfaction with the major, and planned persistence. Even in our sample of engineering majors, CATs apparently use small differences in students' gender‐normative self‐expressive preferences to drive sharply different occupational recommendations, thereby solidifying pathways toward gender‐segregated occupations and reinforcing men's dominance of engineering. If women similar to our study participants take CATs, they are likely to be steered away from engineering occupations or majors. More broadly, CATs illustrate how taken‐for‐granted, seemingly neutral technologies can reinforce gender segregation. [ABSTRACT FROM AUTHOR]

Gender segregation across fields of study is a persistent problem in higher education. Although a large body of literature has illustrated both gendered patterns in major choice as well as overall gender segregation across academic majors, comparatively less attention has been paid to an important building block for gender inequality: college courses. In this study, we examine the process of how students choose courses and the implications for gender segregation. Drawing on a unique data set that includes individual-level consideration and choice data from an entire cohort of university students choosing their first college courses, we examine both gender segregation at the college course level as well as the extent to which individual decision-making processes are themselves gendered. We find that course gender composition serves as a screener at the consideration stage, which suggests that gender segregation in decision-making emerges at the outset of the choice process. Once a subset of considered options has been established, final choices are much less influenced by course gender compositions. Furthermore, we find that courses are much more gender-segregated, on average, than majors themselves, illustrating that segregation is occurring at a more microlevel than commonly studied. [ABSTRACT FROM AUTHOR]

Background: Despite a well-documented underrepresentation of women in STEM majors and occupations, empirical evidence on whether there really is a "leaky STEM pipeline" is mixed due to a lack of methodological consistency. Studies vary by (1) the definition of STEM, (2) the decision to measure choices alone or to also include aspirations, and (3) the use of longitudinal or cross-sectional data. Results: In order to analyze how variations in the research design affect the measurement of women's underrepresentation in the field of STEM, we critically reviewed relevant literature on the "leaky pipeline" and identified three central features in the designs of existing empirical studies. We illustrate how the variation of these affects the results by applying them to the German context. Our results support the "leakage" perspective for Germany only during the transition to the labor market. Changes in STEM aspirations between grades 9 and 12 do not follow a clear pattern. Indeed, a comparison of grade 12 aspirations to actual college major choices even shows an increasing share of women in STEM. Conclusion: Germany does not exhibit a significant "leaky STEM pipeline". Due to more men choosing STEM, gender gaps widen in higher education, while the pipeline remains stable. Therefore, we challenge the "leaky pipeline" metaphor, advocating a life-course perspective to better understand STEM trajectories. We call for refined measurement standards, emphasizing official STEM definitions, long-term observations from aspirations to career entry, and the use of longitudinal data. [ABSTRACT FROM AUTHOR]

ABSTRACT Background/Objective Methods Results Conclusions The demand for pediatric dermatology services in the U.S. is high, especially at large academic healthcare centers. eConsultation programs provide a solution to poor in‐person access by offering diagnostic and management support to primary care providers (PCPs). To determine the real‐world utility of eConsultation in pediatric dermatology within a closed system at a major academic center, we assessed the outcomes, diagnostic and management concordance, and predictors of eConsult completion of an asynchronous provider‐to‐provider pediatric dermatology eConsult program.Retrospective cohort study of 900 consecutive outpatient pediatric dermatology eConsult referrals from PCPs at a tertiary academic center from 2017 to 2021.Of 900 eConsult referrals, 621 (69%) were completed without the need for in‐person dermatology follow‐up. 46 (5%) were completed but required follow‐up. 233 eConsult referrals (26%) were declined, primarily due to medical complexity. Thirty referrals (3%) were declined because of inadequate clinical photos. The PCP communicated eConsult recommendations to the patient/family on an average of 1.6 days (SD 3) after receiving the completed eConsult. eConsults for adolescents were less likely to be completed compared to infants (p = 0.03). Diagnostic and management concordance between PCP and dermatologist was 78% and 67%, respectively.Provider‐to‐provider eConsultation provides rapid speciality guidance to PCPs managing low‐complexity skin conditions in pediatric outpatients. The lower rate of management plan concordance compared to diagnostic concordance suggests that eConsultation improves outpatient skin management by PCPs. [ABSTRACT FROM AUTHOR]

Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p <.001. Specifically, students majoring in accounting, nursing, business, biology, and those in a multidisciplinary category had significantly lower mental health literacy scores compared to the highest scoring major, psychology. We present empirical data about variations in mental health literacy across many different majors in higher education. Our findings provide a rationale for interventions for academic majors with lower MHL, as well as a rationale for training of college faculty and staff, for the purpose of improving psychological well-being in at-risk college students. [ABSTRACT FROM AUTHOR]

Amidst a swiftly evolving economic landscape, the phenomenon of employment anxiety among college students has become a topic of widespread concern. We investigated the impact of social support on employment anxiety among 456 college students majoring in music, and assessed the mediating role of self-esteem in this relationship. The results showed a significant negative correlation between social support and employment anxiety. Additionally, self-esteem played a mediating role in this relationship. Our research findings contribute to understanding of the interplay of social support, employment anxiety, and self-esteem in the context of higher education in China. These discoveries also provide practical insights for educators to facilitate the reduction of employment anxiety in college students majoring in music, and suggest directions for future research. [ABSTRACT FROM AUTHOR]

Objective: Academic procrastination is negatively associated with English classroom anxiety among non-English major college students. However, current research has less explored the underlying mechanisms. The present study aims to investigate the relationship between academic procrastination and college students' English classroom anxiety as well as the mediating role of learning engagement and the moderating role of appraisals of intrinsic values. Methods: The academic procrastination scale, English classroom anxiety scale, learning engagement scale and appraisals of intrinsic values scale were used to measure 1,079 non-English majors in Jiangsu Province, China. Results: (1) There was a significant positive correlation between academic procrastination and English classroom anxiety of non-English majors. (2) Learning engagement plays a part of mediating role between academic procrastination and English classroom anxiety; (3) When the appraisals of intrinsic values are high, the impact effect of learning engagement on English classroom anxiety is greater. Conclusion: Academic procrastination can affect university students' English classroom anxiety through learning engagement, and this relational pattern is modulated by appraisals of intrinsic values. This finding provides an important theoretical basis and practical insights for understanding and intervening in academic procrastination and classroom anxiety among college students. [ABSTRACT FROM AUTHOR]

The rapid development of the Internet has provided students with broader learning resources and more convenient learning pathways. Universities have gradually expanded face-to-face classrooms to online platforms. However, compared to traditional classrooms, online learning has limitations in social interaction, lack of structure and discipline, which can easily lead to learning burnout. Traditional methods of measuring learning burnout usually use scale surveys, but this approach has subjectivity and self-reporting biases. To address these issues, this study proposed an online learning burnout index assessment model based on learning behavior data. The model consists of two parts. In the first part, Online Learning Burnout Scale (OLBS) was employed to evaluate students' online learning burnout index. In the second part of this study, we used Passive Aggressive Regression (PAR) to establish a mapping between learning behavior data and the online learning burnout index and then constructed an online learning burnout index assessment model. To validate the effectiveness of the model, a questionnaire survey was conducted among students majoring in e-commerce at a university. The online learning burnout index of the students was calculated, and then their learning behavior data were collected using an online learning platform. The data were divided into a 9:1 ratio to form a training set and a test set. The online learning burnout index assessment model was applied to the experiment, and the results showed that the proposed model demonstrated higher accuracy compared to other models. Finally, this paper explored the factors influencing learning burnout from three aspects: online learning requirements, learning environment and resources, and learning self-efficacy, and proposed suggestions for improving online learning burnout. [ABSTRACT FROM AUTHOR]

Background: Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. Objectives: Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. Methods: 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. Results: Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. Conclusion: Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce. [ABSTRACT FROM AUTHOR]

Background: There is a growing body of evidence on shared decision-making (SDM) training programs worldwide. However, there is wide variation in program design, duration, effectiveness, and evaluation in both academia (ie, medical school) and the practice setting. SDM training has been slow to integrate in practice settings. Methods: A pilot study of 6 multidisciplinary clinicians was conducted using quantitative and qualitative methods to evaluate changes in participant understanding and implementation of SDM in the practice setting. A 2-rater criterion-based evaluation method was used to assess a simulation-based case study role-play program using 7 domains of SDM pre and post training. The authors assessed whether clinicians addressed each of the 7 domains or what fraction of each domain was addressed as part of their simulation case study role-play performance. Focus groups were conducted pre- and postintervention to provide feedback to participants and to understand the clinician experience in greater detail. Results: The increase in improvement in SDM ranged from 17% to 37%, and 7 of 8 domains for which participants were rated showed significant improvement. The areas of greatest improvement were seen in determining a patient's goals/preferences, including risk tolerance regarding treatments (+37%) and values and self-efficacy (+37%). Conclusion: The results of this study reveal a significant shift in clinician awareness of a patient's goals, preferences, and values. Postintervention, clinicians began to understand the value of building a partnership with their patients whereby the patient becomes an active participant in their clinical care. [ABSTRACT FROM AUTHOR]

AbstractThis study explores the engagement, self-efficacy, and anxiety of Chinese EFL university students using Large Language Models (LLMs). A questionnaire assessed five dimensions: behavior engagement, cognitive engagement, emotional engagement, self-efficacy, and anxiety. Latent Profile Analysis identified three profiles: (1) Enthusiastic Explorers (high engagement, low anxiety), (2) Adaptable Learners (moderate engagement, low self-efficacy), and (3) Ambitious-Anxious Pioneers (high engagement, high anxiety). Subsequent chi-square analysis revealed significant variations in LLM-related variables (behavior, cognitive, emotional engagement, self-efficacy, and anxiety) based on demographic characteristics, with notable differences in gender (χ2(2) = 16.212), academic major (χ2(8) = 17.617), continued usage (χ2(2) = 12.707), age (χ2(8) = 16.274), and frequency of use (χ2(8) = 51.072). These findings highlighted university students’ diverse nature of approaches and attitudes in engaging with LLMs for English acquisition, providing comprehensive insights for educators to optimize the use of LLMs and other innovative language learning tools. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Immigration, particularly forced immigration, has a profound impact on every aspect of immigrants' lives. One such aspect is their religious convictions and practices. Nowadays, Migration Studies is a major academic field that produces many books and articles each year. This article examines the impact of forced immigration on the daily practices and internal relationships between leaders and followers of a specific religious group—Hassidism, in one particular period—the early second half of the 20th century. It does so by examining how two Hassidic leaders, the Satmar Rebbe in America and the Viznitzer Rebbe in Israel, established their communities after the Holocaust. This is one of only a few academic studies that explore post-Holocaust Hassidism, with a specific focus on the effects of forced immigration on its development. Throughout Jewish history, large-scale immigration and the inevitable need to adapt to new political, religious, and cultural circumstances had a profound influence on the way Jews conducted their religious affairs. This article explores how the uprooting of Hassidism from Eastern Europe after the Holocaust and its transplantation in countries that were new to them prompted Hassidic leaders who wanted to reestablish their communities to adopt a new set of leadership priorities. The result was that despite bearing the same title, Hassidic communities that were established after the Holocaust were very different from those that operated in Europe previously. [ABSTRACT FROM AUTHOR]

This retrospective analysis at a major Italian university hospital (January 2018–September 2022) assessed the prognostic significance of fever in patients with bloodstream infections (BSIs). Of the 1299 patients with positive blood cultures, a comparison between febrile and afebrile patients at emergency department admission was conducted. This study particularly focused on the mortality rates associated with these two groups. Notably, afebrile patients exhibited a higher mortality rate. The odds ratio for mortality in afebrile patients was significantly higher compared to febrile patients. This suggests that the absence of fever might be an indicator of increased mortality risk, highlighting the complexity of diagnosing bloodstream infections based on fever presence. This study contributes to the understanding of fever as a diagnostic marker in emergency settings. [ABSTRACT FROM AUTHOR]

Selecting the right academic major significantly shapes an individual's future career path, making it a longstanding focus of research. The shift to online platforms, accelerated by the challenges posed by the coronavirus pandemic, has transformed counseling and guidance systems. Consequently, developing robust online support systems has become imperative for extending guidance to all students. This article introduces the design, development, and evaluation of "My Future Career," a multidimensional recommendation system (RS) crafted to aid students in navigating university and academic major selection decisions. The system relies on three key student‐driven parameters: central university entrance exam scores, rankings, and occupational personality types, utilizing cosine similarity and normalized distance to align user and item profiles. Following the system's completion, an assessment was conducted using data from real users, revealing an impressive accuracy (hit rate 100%, precision 88%) in recommendations following the inclusion of contextual post‐filtering features. The findings not only highlight the system's effectiveness but also underscore the positive user experience, as students express contentment with its ease of use and practical utility. The results emphasize the endorsement of expert's regarding the system's consistency (52%), relevance (96%), and acceptance (96%) in providing recommendations. Practitioner Points: Due to the pivotal role of academic major selection in shaping future careers, there is a highlighted need to assist students in making informed decisions.This article introduces a multidimensional recommendation system designed to aid students in making informed decisions about their academic major selections.The results highlight the system's impressive accuracy (100% hit rate, 88% precision), positive user feedback, and expert endorsement regarding both relevance and acceptance. [ABSTRACT FROM AUTHOR]

Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students' access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students' STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access. [ABSTRACT FROM AUTHOR]

Recent research on curricular analytics suggests that the structure of a college major may impact major persistence and degree completion. Contributing to this line of research, we propose and test a new measure of the "lived curriculum" that captures the extent to which cohorts within a major take the same exact course-taking path as they advance from matriculation to graduation (or institutional exit). First, we describe variation in path homogeneity across both STEM and non-STEM majors at one public research-intensive institution. Second, we show that a major's level of path homogeneity is correlated with the percentage of "locked" requirements in its stated curriculum, but that the stated curriculum cannot account for all observed differences in path homogeneity. Third, we conduct a correlational analysis of early exposure to path homogeneity and graduation likelihood. Findings show that students with average levels of academic preparation are less likely to graduate if enrolled in path-homogeneous majors compared to more path-heterogeneous (i.e., flexible) majors, and that negative outcomes associated with a path-homogeneous major are exacerbated for students with below-average preparation. Supplemental analyses show that this relationship holds for STEM and non-STEM majors, cannot be explained away by the competitiveness of a major, and that students generally switched from more to less path-homogeneous majors over the course of their college careers. Taken together, these findings urge re-examination of the ways college majors can promote retention. [ABSTRACT FROM AUTHOR]

Economics has become increasingly empirical and, alongside this shift, has come more demand for improved transparency and reproducibility in empirical economic research. In this article, we distribute a survey to almost 1500 economics faculty from the top 161 liberal arts colleges with an economics major (according to U.S. News & World Report) in the United States to determine the prevalence of teaching reproducible methods in undergraduate economics, summarize the most-common methods of instruction, and determine the intended student learning objectives. We find that of the economics faculty at liberal arts colleges who teach these reproducible methods, most do so in advanced upper-level (42%) and basic econometrics (31%) courses. Those faculty report teaching reproducibility using the following methods: transparent coding (85%), organizational skills (78%), and producing replication documentation (47%) through individual research projects (82%), homework assignments (55%), and/or workshops (33%). We conclude with some qualitative text analysis to shed light on the intended learning objectives and find that research skills (59%) and the importance of reproducibility (37%) are the most common reasons cited for teaching these methods. [ABSTRACT FROM AUTHOR]

This study used a capability approach to investigate Saudi women's empowerment experiences and their capabilities in decision-making regarding choosing their university majors. Further, the study explored what capabilities women required to make decisions regarding their majors at university. Qualitative data were collected through interviews with 26 women, comprising graduates, students, and faculty members. Results revealed that new legislation and regulations in Saudi Arabia have positively influenced sociocultural transformation. However, in small cities and nonurban settings, women may struggle to reject traditional social norms despite their empowerment. The findings indicate that encouraging students' voluntary work and their membership in groups and organisations, as well as ensuring diverse hiring practices are in place in rural areas and small cities, could support a more general acceptance of women's empowerment. [ABSTRACT FROM AUTHOR]

This study explored university students’ pro-environmental knowledge and self-reported pro-environmental behaviours, and the influence of environmental education on their knowledge, beliefs and behaviour. This study also investigated the difference in forming pro-environmental behaviours across gender types and academic majors. The Theory of Planned Behaviour was used to frame the study and to understand if knowledge and beliefs translate into pro-environmental behaviours. A mixed-method approach was taken to achieve the research objectives. The participants comprised of 226 undergraduate students from a leading university in Saudi Arabia. A questionnaire and interview protocol were used to collected data. Descriptive statistical analysis, t-tests, One-way ANOVA, post-hoc tests and thematic analysis were used to analyse the data sets. The results of the study showed that knowledge gained from formal environmental education does not translate to pro-environmental behaviours. This study highlights the need to promote pro-environmental behaviour in university settings by eliminating obstacles to pro-environmental actions. [ABSTRACT FROM AUTHOR]

This study examines the extent to which students obtain postsecondary credentials in the c areer technical education (CTE) fields of focus they choose in high school. Using school fixed-effects models, we find that focusing on a particular CTE field in high school is associated with an increased probability of enrolling and obtaining a postsecondary credential in that field. The secondary–postsecondary relationship varies across focus areas, and it is strongest in health (increase of 12.5 percentage points), which is disproportionately chosen by females. Across all fields of focus, however, most students enroll and obtain a postsecondary credential in fields that are different from what they focused on in high school. [ABSTRACT FROM AUTHOR]

Mental toughness (MT) is an important predictor of athletic performance with a growing number of studies examining the effects of MT on athletic performance. However, there is a lack of clear understanding regarding the exact effects. Therefore, we aimed to synthesise the extant literature regarding the MT-athletic performance effect by systematic review and meta-analysis. Using related keywords of mental toughness, sport, and performance, we searched ten major academic databases from January 2000 to August 2022. Results found that the 16 studies we examined showed moderate to high publication quality, moderate heterogeneity, low sensitivity, and low publication bias. Furthermore, using a random effect estimate-r, we found a moderate to a high correlation between MT and athletic performance, yielding an overall effect size of r = 0.36. Moreover, we found the MT-athletic performance relationship was moderated by age group (r = 0.20 for adolescents and r = 0.41 for adults); sports category (r = 0.73 for combat sports, r = 0.30 for ball sports, and r = 0.32 for endurance sports); sports type (r = 0.73 for individual sports and r = 0.21 for team sports); athletic performance measure (r = 0.33 for objective measure and r = 0.62 for subjective measure); and measure of MT (r = 0.56 for MTQ group, r = 0.32 for PPI-A group, r = 0.33 for MTI group, and r = 0.13 for others). We thus concluded that MT is a broad and multi-factored concept with diverse components in measures. We suggested future studies continuously examining the MT-athletic performance effect with updated measures. [ABSTRACT FROM AUTHOR]

Copyright of China Pulp & Paper is the property of China Pulp & Paper Magazines Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we test for the impact of the Affordable Care Act's dependent coverage expansion on the career choices of young college graduates with majors in the arts in the United States. Since working as an artist often involves employment arrangements like self-employment and project-based work that lack health insurance coverage, policies that expand access to health insurance have the potential to make employment in the arts more attractive for arts graduates. Using American Community Survey data, we use a difference-in-differences regression approach comparing the likelihood of working in the arts for college graduates with majors in the arts who are just under- and just over-26, pre- and post-implementation of the ACA's dependent coverage expansion. We find that the ACA increased the likelihood that arts graduates under 26 years of age were working in the arts by over 2% points, effects that are statistically significant and large as less than 20% of arts graduates in our sample work in the arts. Such changes are not observed for other graduates, suggesting that this response is unique to arts graduates, who are often found to behave differently than other workers. [ABSTRACT FROM AUTHOR]

Previous research on foreign language classroom anxiety (FLCA) has reported inconsistent findings. One significant reason is that these studies mainly adopted a data-driven approach and lacked a strong theoretical basis. This study thus examined the factors underlying FLCA with worry-emotionality theorization of anxiety (Liebert, Robert M. & Larry W. Morris. 1967. Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports 20. 975–978). A preliminary survey was conducted to validate the original FLCAS with 603 English majors from two Chinese universities, and 20 of them were invited for individual interviews to better understand the factors contributing to their FLCA. Based on these, a questionnaire was constructed through adapting the Foreign Language Classroom Anxiety Scale (FLCAS) and used in a main survey among 557 Chinese university English majors. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to analyse the survey data, while thematic analysis was used to analyse the interview data. In addition to three factors reported in the FLCA factor validation literature, communication apprehension, self-confidence in speaking English and fear of negative evaluation, this study identified peer pressure as a new factor. The findings reveal the multidimensional nature of FLCA and support the worry-emotionality theorization of anxiety. Implications for the conceptualization of FLCA are discussed. [ABSTRACT FROM AUTHOR]

In this article, we challenge the prevailing assumption about the impact of higher education on attitudes toward racial and ethnic minorities by examining whether educational effects are monolithic or manifold instead. Using data from the General Social Survey (1972–2021), we use a variety of measures of education (years, levels, sectors, and majors) to unpack the relationship between higher education and intergroup attitudes, specifically anti-immigration attitudes among native-born Americans and anti-Black attitudes among non-African Americans. Results show that some higher education graduates hold out-group attitudes that are not much different from those without any higher education. Narrowing our focus to respondents only with higher education, we find significant variation in out-group attitudes across educational sectors and academic majors. These results have implications for how we understand previous scholarship on prejudice and higher education, which may have overestimated the impact higher education has, in general, on prejudice. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to search for fitting lenses to view and interpret teacher learning in a Japanese secondary school teacher staffroom and capture the reconstituting of researcher subjectivities in this process. Design/Approach/Methods: A narrative approach chronically documents the findings and use of the lenses in analyzing the staffroom daily interactions and traces the journey of transformation in our researcher subjectivities. Findings: The telling of a Japanese staffroom (shokuinshitsu) as a thrice-told tale under the three lenses—cultural-historic activity theory, contextualism, and intimacy orientation—each uncovers a unique interpretation of the learning going on in the daily life of the Japanese staffroom. While complementary, Western-lenses are found to be unable to explain the nature of the everyday practices in the staffroom formed under the worldviews and ethics of East Asia. Our critical examination of the major academic encounters involved in the past two decades illuminates the complex dynamism behind our research perspectives, awakens us to the dominance of Western-centralism in our researcher subjectivities, transforms our worldviews, and returns us to our cultural roots to build alternative frames of reference as East Asia as Method. Originality/Value: This study not only uniquely demonstrates what decentered, alternative, and diversified frames of reference would look like in studying East Asian practices but also what it would take for scholars to move toward East Asia as Method. Additionally, going beyond the three lenses, it contributes to our understanding of how space (staffroom as an entity) mediates forming of the character of those who are dwellers of the shokuinshitsu. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The expansion of artificial intelligence (AI) across diverse sectors worldwide demands an understanding of its impact on future generations. The studies of its influence on university students' behavior and application in Lebanon are still limited. The present study aimed to explore the knowledge, attitudes, and practices (KAPs) of university students regarding AI and to identify factors affecting these dimensions. Methods: An online questionnaire (n = 457) was distributed to university students who were at least 18 years of age across Lebanon. Results: The results revealed that a significant majority (97.2%) of the participants were familiar with AI, from which 43% demonstrated a high level of knowledge. Furthermore, attitude toward AI role and integration in academic and professional paths was moderately satisfactory (43%), although it was reportedly used by 75% of students throughout their university years. There was a significant association between knowledge levels and sociodemographic factors such as age, sex, source of AI-related information, and knowledge rating (p < 0.05), whereas the academic major and knowledge rating affected attitudes toward AI (p < 0.05). Conclusion: These findings support the incorporation of AI education within the curriculum to increase acceptance of AI as a modern tool enhancing various sectors and serving as a facilitator for teaching and learning processes. [ABSTRACT FROM AUTHOR]

Numerous specialists from different fields and perspectives have investigated determinants affecting the choice of future career path by school-leavers. The present study aims to analyze the factors influencing the decision of applicants to choose an academic major at a higher educational institution in the context of the digitalization of education. The authors developed the questionnaire for interviewing respondents. The survey involved a total of 160 students from Russia and Kazakhstan. The study took place from September to November 2022. The researchers collected a large amount of data, including the average scores of students and first-year students’ responses to the survey. The analysis of these data revealed many factors that influence a school graduate’s decision on a future academic major. The results describe three groups of factors that influenced the students’ decisions, namely family, social, and academic ones. The findings suggest that students choose an academic major more independently when they have an online learning experience. In the context of digitalized education, respondents are more likely to discuss their profession with peers or friends in social networks than with parents (0.49 vs. 0.31). [ABSTRACT FROM AUTHOR]

My path to becoming a scientist has taken many twists and turns. This is perhaps not unusual to hear. Indeed, in discussions with my colleagues it seems that for many of us the path was never a straight one. Certainly, for me there have been moments when my whole world was encompassed by science and at other times, I have felt strongly that my time in science was up. I like to think that as scientists we ask a lot of questions and, for many of us, those questions extend to our very purpose as a scientist. My intention with this article is not to document my career path in detail or to provide very specific advice. Rather, I hope to describe how questions have defined my journey and to inspire others to occasionally pause and ask themselves what a career in science means to them. Today, I am an Assistant Professor at a major Canadian university, and here are the questions I asked along the way. [ABSTRACT FROM AUTHOR]

This work describes research that seeks to establish what gender students assign to six university courses. The work was divided into two phases, in the first one, the statistical data, from 2010 to 2022, of the number of students new to careers differentiated by gender was analyzed. In the second part, we sought to know the students opinions on the difference found in the number of male and female students admitted to each degree program. For this phase, ten students from each major were chosen to conduct a structured interview with open questions. A theoretical-deductive methodology with a quantitative approach was used for the statistical analysis and an analytical-synthetic methodology with a qualitative approach for the interviews. Among the results, it was obtained that, statistically, the university majors considered in the study have been assigned a gender; and that furthermore, when students are asked if the courses have gender, they answer no. But in the interview, their answers and comments allow us to affirm that they do assign a gender to the university major and that it coincides with the one found in the statistical analysis. [ABSTRACT FROM AUTHOR]

In the field of educational psychology, it is crucial to explore the mental health of students within specific disciplines. In this research we targeted 469 college students majoring in music, delving into the interplay between their self-esteem and social anxiety, and particularly analyzing whether fear of evaluation acts as a bridge between these two factors. The findings revealed a clear trend: lower self-esteem was associated with higher levels of social anxiety, with fear of evaluation playing a key mediating role in this dynamic. This insight provides a perspective on how self-esteem affects social anxiety among music students through the pathway of fear of evaluation. Educators and mental health professionals dedicated to student welfare should adopt a range of targeted intervention strategies aimed at boosting students' self-esteem as an effective means to alleviate their social anxiety. [ABSTRACT FROM AUTHOR]

The traditional cultures around the world not only symbolize the spirit and soul of different countries, but also provide the most essential resources for education. This study examined the effect of reverse engineering pedagogy (REP) and forward project pedagogy (FPP) on students’ cultural heritage literacy and creativity in a cultural-oriented STEAM course (C-STEAM). A total of 128 undergraduate students from a major university in China participated in a paper sculpture C-STEAM project, and were randomly divided into two groups: the treatment group (with 64 students) that adopted REP, and the control group (with 64 students) that adopted FPP. Results indicated that both FPP and REP promoted students’ cultural heritage literacy and creativity. Although students’ risk-taking and curiosity in the FPP group outperformed those in the REP group, students in the REP group achieved significantly better learning performance and higher levels of cultural understanding than those in the FPP group. In particular, the REP group wisely established a close relationship between cultural heritage and creativity by presenting complete cultural works in advance. This discovery has important research significance and practical value, by enlightening us to reflect deeply on the effect of REP when implementing the C-STEAM curriculum, and to identify the potential linkage between cultural inheritance and creativity. [ABSTRACT FROM AUTHOR]

This study considered how digital collaboration can improve English majors' Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants' reading comprehension and vocabulary learning and to explore EFL learners' perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL's impact and perceptions. The results revealed that CDL had improved students' RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen'd statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners' preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided. [ABSTRACT FROM AUTHOR]

With the integration of work, study and life on campus taking shape gradually in major universities across China, the concept of education from classroom to life is more widely accepted and the smart education model has become a trend in education informatization. However, most of the existing studies are not applicable to student behaviour data in the campus environment, and the temporal as well as cyclical characteristics in the data are not accessible in the student behaviour prediction problem. In this study, a hypergraph-based dynamic campus behaviour information network is designed to address the needs of the student behaviour prediction problem, and a student campus behaviour prediction algorithm is proposed in the dynamic campus behaviour information network-based student behaviour prediction problem. The effectiveness and rationality of the algorithm is verified through experiments with real campus data sets. The experimental results demonstrated that the periodic nature of the data acquired by the cycle gated cyclic unit module needs to be built on top of the snapshot gated cyclic unit module to help the algorithm achieve better results. The area under the curve of the algorithm proposed in the study achieves more advantageous results on both the 21-day and 35-day datasets. The cycle gated cyclic unit module of the student campus behaviour prediction algorithm proposed in this study can more effectively extract the cyclic features present in the dynamic campus behaviour information network and better accomplish the prediction of student campus behaviour. [ABSTRACT FROM AUTHOR]

Teaching staff construction is an important content of professional construction. New engineering background and engineering education certification standards put forward new requirements for the construction of electromechanical major and talent training in local colleges, and higher requirements for the overall quality of teachers. Taking the construction of teaching staff of three mechanical and electrical undergraduate majors in Cangzhou Normal University as an example, this paper aims to strengthen the construction of teachers' morality and style and improve the level of moral education; it explores the ways to improve teachers' professional quality ability by combining on-campus training, off-campus learning and enterprise training and vigorously cultivates "double- qualified" teachers; it also establishes interdisciplinary teaching team and has achieved remarkable results on the construction of teachers' team. [ABSTRACT FROM AUTHOR]

This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners' feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students' revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

• Countries' participation in green Framework Programmes enhances green competitiveness. • Domestic green innovation positively moderate the impact of international green collaboration on green exports. • Network policies should be combined with innovation policies. This paper studies the impact of environmental research networks on green exports by providing a unique contribution to the studies on the role of collaborative innovation for international competitiveness. Specifically, we adopt the technology gap model of international trade to study the impact of green innovation and the participation in European environmental research programs on green exports for 26 European countries over the period 2003 - 2015. We find that both environmental innovation and research networks positively impact on green exports and that they have a complementary effect that highlights the importance of green absorptive capacity. Moreover, all institutional sectors involved in the networks (firms, universities and public research centers) matter for green competitiveness, with universities playing a major role for institutional complementarities. [ABSTRACT FROM AUTHOR]

An incongruence exists between the growing job opportunities in rural areas and the educational opportunities provided to rural students, especially in science, technology, engineering, and mathematics (STEM) fields. Positive change is possible, however. As one means to tackle this complex issue, this study sought to understand the perceptions and experiences of students who graduated from rural high schools and pursued STEM majors in college as exemplars of rural students who pursued postsecondary education in STEM disciplines. This phenomenological study explored how college students in STEM majors perceived their rural schools and communities as influencing their academic journeys. Rather than focusing only on deficits and inequities associated with rurality, this study employed the rural cultural wealth (RCW) framework to highlight the agency and capital rural students employed within their journeys. Qualitative data analysis revealed that participants' comments about their rural schools and communities were diverse. The findings also aligned and extended current literature and the RCW framework. These insights into these STEM students' rural backgrounds and academic journeys were then used to create recommendations for future P-20 educational research, practices, and policies. [ABSTRACT FROM AUTHOR]

Using data collected from more than 5.8 million high school and college graduates ages 18 to 65 years who participated in the American Community Survey between 2009 and 2021, the authors estimate the internal rates of return (IRRs) for individuals with college degrees in 10 broad majors compared with high school graduates. The analysis shows significant differences in the age-earnings trajectories and IRRs across college majors. Furthermore, quantile regression analyses show that IRR is generally higher at the high end of the earnings distribution compared with the low end. Finally, the authors observed a slight decrease in IRR during the study period, which is consistent with the flattening and even decline in college wage premiums following the 2008 Great Recession. [ABSTRACT FROM AUTHOR]

Thanks to the growing global demand for Chinese language learning, the Chinese language international education program has been developing continuously, and at the same time, it also puts forward higher requirements for practitioners. Cultivating students' professional values is particularly important in this context because it determines the professional attitude, sense of responsibility, and level of professional ethics displayed by future education practitioners in the process of spreading the Chinese language and culture. This paper discusses the strategies for cultivating the professional values of students majoring in Chinese international education in colleges and universities, and analyzes key points such as training in career ideals and goal clarification, professional guidance and career planning, curriculum and professional ethics education, and education in international vision and responsibility, emphasizing the importance of cultivating students' professional values to promote the development of the field of Chinese international education. [ABSTRACT FROM AUTHOR]

This study's purpose was to determine if passing the technical skill attainment test predicted Missouri Family and Consumer Sciences students' postsecondary placement. Using quantitative data obtained from the Missouri Department of Elementary and Secondary Education from 2015 to 2019, data from 8622 students enrolled in at least one Family and Consumer Sciences class were analyzed. Results indicate Family and Consumer Sciences completers who pass their technical skill attainment have a statistically significant relationship with postsecondary placement in either a related career field, higher education with a related major, or the military. Findings also reveal some inequities among race and ability status. [ABSTRACT FROM AUTHOR]